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Journal articles on the topic 'Australian national curriculum'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Koerner, Catherine. "Learning the past to participate in the future." International Journal of Critical Indigenous Studies 6, no. 2 (June 1, 2013): 29–40. http://dx.doi.org/10.5204/ijcis.v6i2.101.

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Indigenous curricula content, including particular narratives of Australian colonial history are highly contested in contemporary Australia. How do white Australians understand Australia’s colonial past and its relevance today? An empirical study was conducted with 29 rural Australians who self-identified as white. Critical race and whiteness studies provided the framework for analysis of the interviews. I argue that they revealed a delimited understanding of colonial history and a general inability to link this to the present, which limited their capacity to think crossculturally in their everyday living - activities considered crucial in the contemporary move to Reconciliation in Australia. The normative discourse of white settler Australians to be ‘Australian’ is invested in the denial of Indigenous sovereignty to protect white settler Australian claims to national sovereignty. The findings support arguments for a national curriculum that incorporates Indigenous history as well as an Indigenous presence throughout all subject areas.

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Gough, Annette. "The Australian-ness of Curriculum Jigsaws: Where Does Environmental Education Fit?" Australian Journal of Environmental Education 27, no. 1 (2011): 9–23. http://dx.doi.org/10.1017/s0814062600000045.

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AbstractThis paper reviews Australian Government actions related to environmental education, particularly in the past decade, and examines the actions forthcoming from two national action plans (Environment Australia, 2000 and DEWHA, 2009), the implementation strategy for the Decade of ESD (DEWHA, 2006) and developments related to the Australian Curriculum. This analysis is inspired by the Australian-ness of the metaphor of the curriculum as a jigsaw puzzle suggested by Robottom (1987), the seemingly constant battle for survival in the formal curriculum that environmental education has faced since the 1970s (Fensham, 1990; Gough, 1997), and the ongoing tensions between science education and environmental education in Australia's formal school curriculum.

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Reid, Alan. "National curriculum: an Australian perspective." Curriculum Perspectives 39, no. 2 (September 2019): 199–203. http://dx.doi.org/10.1007/s41297-019-00077-1.

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Kennelly, Julie, Neil Taylor, and Pep Serow. "Education for Sustainability and the Australian Curriculum." Australian Journal of Environmental Education 27, no. 2 (2011): 209–18. http://dx.doi.org/10.1375/ajee.27.2.209.

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A national curriculum is presently being developed in Australia with implementation due during 2014. Associated standards for the accreditation of teachers and for teacher education providers have been prepared with the standards describing skills and attributes that teachers are expected to attain. The developing Australian Curriculum, along with the teacher accreditation and initial teacher education program standards, claim to support guiding statements that describe aspirations for all young Australians. Those guiding statements acknowledge that ‘sustainability’ is an essential element of education for young people in Australia. However ‘sustainability’ is unconvincingly represented in the curriculum and is not visible in the standards. This could potentially result in its omission from teacher education and qualification at all levels. A similar situation already exists in New South Wales (NSW). This article illustrates the positioning of five freshly graduated primary teachers within the context of their five NSW schools and from this distils implications for teaching ‘sustainability’ within the developing national proposals.

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Bobis, Janette. "International Update: a National Australian Statement on Mathematics." Arithmetic Teacher 40, no. 8 (April 1993): 486–87. http://dx.doi.org/10.5951/at.40.8.0486.

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A National Statement on Mathematics for Australian Schools (Australian Education Council and the Curriculum Corporation 1991) wa released in July 1991. This document is the result of a collaborative project whose recommendations are to be implemented by the State and Territory Government education systems in Australia. It does not prescribe a panicularcurriculum but supplies a framework around which system and schools in the proces of planning can structure their mathematic curriculum.

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Spain, Stephen. "An Alternative Australian Curriculum Model: Vertical Cubic Curriculum." Learning and Teaching 9, no. 1 (September 1, 2020): 67–89. http://dx.doi.org/10.7459/lt/9.1.06.

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This paper proposes an alternative curriculum model to the current Australian Curriculum, which is underpinned by a Systems Thinking methodology (Capra & Luisi 2014). Entitled a Vertical Cubic Curriculum (VCC), this design takes advantage of intelligent design tools whilst drawing on principles from the Australian Vertical Modular Curriculum (Education Department of Victoria, Australia 1980) and the three-dimensional structure proposed by Wragg’s Cubic Curriculum (Wragg, 1997). The VCC proposes an age mixed, multidimensional curriculum space (Carey, 2016) that promotes student voice and student self-efficacy; enabling teachers and students to co-construct a ‘learning curriculum.’ The VCC employs a cubic structure both as a proposed National Framework and as an implemented Cubic Vertical modular design at school level. The VCC is a highly flexible model that fosters metacognitive learning and formative (diagnostic) assessment as a continuum of development.

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Scarino, Angela, and Penny McKay. "The Australian Language Levels (ALL) project – a response to curriculum needs in Australia." Australian Review of Applied Linguistics 11, no. 1 (January 1, 1988): 134–46. http://dx.doi.org/10.1075/aral.11.1.11sca.

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Abstract The Australian Language Levels (ALL) Project is a national project funded jointly by the Curriculum Development Council, Canberra and the S.A. Education Department. It has been set up to develop an organizational framework and curriculum guidelines which will permit all those involved in language education (teachers, syllabus planners, advisers, curriculum writers) to work together to bring about curriculum renewal in language teaching in Australia. This paper examines the curriculum implications of the complexity of the language situation in Australia and the processes through which the ALL Project is responding to curriculum needs in the languages field on a national scale.

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Bonner, Daniel, Paul Maguire, Björn Cartledge, Philip Keightley, Rebecca Reay, Raj Parige, Jeff Cubis, Michael Tedeschi, Peggy Craigie, and Jeffrey CL Looi. "A new graduate medical school curriculum in Psychiatry and Addiction Medicine: reflections on a decade of development." Australasian Psychiatry 26, no. 4 (February 26, 2018): 422–28. http://dx.doi.org/10.1177/1039856218758561.

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Objectives: The aim of this study is to reflect upon the rationale, design and development of the Psychiatry and Addiction Medicine curriculum at the Australian National University Medical School, Canberra, Australian Capital Territory, Australia. Conclusions: We conclude that the development of the fourth-year curriculum of a four-year graduate medical degree was a complex evolutionary process.

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9

Harris‐Hart, Catherine. "National curriculum and federalism: the Australian experience." Journal of Educational Administration and History 42, no. 3 (August 2010): 295–313. http://dx.doi.org/10.1080/00220620.2010.492965.

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Berlach, Richard G., and Dianne J. Chambers. "Inclusivity Imperatives and the Australian National Curriculum." Educational Forum 75, no. 1 (December 17, 2010): 52–65. http://dx.doi.org/10.1080/00131725.2010.528550.

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Atweh, Bill, and Parlo Singh. "The Australian Curriculum: Continuing the National Conversation." Australian Journal of Education 55, no. 3 (December 2011): 189–96. http://dx.doi.org/10.1177/000494411105500302.

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Ditchburn, Geraldine. "A national Australian curriculum: in whose interests?" Asia Pacific Journal of Education 32, no. 3 (September 2012): 259–69. http://dx.doi.org/10.1080/02188791.2012.711243.

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Kennedy, Kerry. "National initiatives in curriculum: The Australian context." British Journal of Educational Studies 37, no. 2 (May 1989): 111–24. http://dx.doi.org/10.1080/00071005.1989.9973804.

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Gifford, Edward F. "An Australian Rationale for Music Education Revisited: A Discussion on the Role of Music in the Curriculum." British Journal of Music Education 5, no. 2 (July 1988): 115–40. http://dx.doi.org/10.1017/s0265051700006471.

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One of the outcomes of the National Music Administrators' Conference held in Brisbane, Australia, in 1980 was a ‘Rationale for Music Education’ in Australian schools. This paper uses this Rationale as a stimulus for the discussion of the role of music in the curriculum. The issues raised here are neither new nor distinctively Australian. However, an attempt has been made to evaluate critically what Eisner would categorise as the ‘contexturalist’ and ‘essentialist’ justification for music in education. In an age of accountability and timetable restraints, teachers and administrators must explain their curricula to different audiences. Therefore, the ability to justify music in the curriculum must become part of the teacher's professional equipment.

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Long, Janette, and Susan Garrett. "Australian Curriculum in Action: A Synthesis of the Possible Impacts of the National Australian Curriculum." International Journal of Diversity in Education 13, no. 2 (2014): 13–24. http://dx.doi.org/10.18848/2327-0020/cgp/v13i02/40088.

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Alford, Jennifer, and Alice Windeyer. "Responding to national curriculum goals for English language learners." Journal of Immersion and Content-Based Language Education 2, no. 1 (March 7, 2014): 74–95. http://dx.doi.org/10.1075/jicb.2.1.04alf.

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The official need for content teachers to teach the language features of their fields has never been greater in Australia than now. In 2012, the recently formed national curriculum board announced that all teachers are responsible for the English language development of students whose first language or dialect is not Standard Australian English (SAE). This formal endorsement is an important juncture regarding the way expertise might be developed, perceived and exchanged between content and language teachers through collaboration, in order for the goals of English language learners in content areas to be realised. To that end, we conducted an action research project to explore and extend the reading strategies pedagogy of one English language teacher who teaches English language learners in a parallel junior high school Geography program. Such pedagogy will be valuable for all teachers as they seek to contribute to English language development goals as outlined in national curricula.

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Pridham, Bruce, Dona Martin, Kym Walker, Rosie Rosengren, and Danielle Wadley. "Culturally Inclusive Curriculum in Higher Education." Australian Journal of Indigenous Education 44, no. 1 (April 2, 2015): 94–105. http://dx.doi.org/10.1017/jie.2015.2.

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The Australian National Program Standards for Teacher Education prioritises knowledge of culturally inclusive practices and challenges the educational community to present research on well-structured, inclusive, cross-curricula education partnerships. This article meets this challenge as it explores a core unit of work for undergraduate teachers with Indigenous education as its foundation. Most importantly, the paper presented here provides an overview of how to develop culturally appropriate pedagogical practice through culturally inclusive curriculum. Both the unit of work and the paper are built on the principles of Constructive Alignment. In engaging with the article, the reader will use the 4Rs of reflection, as used by the pre-service teachers within the unit of work, to personally engage with curriculum conversations. This engagement demonstrates excellence in education design and offers clear alignment with the Australian Curriculum Studies Association's (ACSA’s) principles for Australian curriculum.

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Nuzhat, Mariam. "주요 국가의 유아교사 자격기준 및 대학의 유아교사교육과정 비교연구: 미국, 영국, 캐나다, 호주를 중심으로." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 11 (June 15, 2022): 895–910. http://dx.doi.org/10.22251/jlcci.2022.22.11.895.

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Objectives The major purpose for this study is to explore the national criteria for early childhood teachers’ eligibility in USA, England, Canada, and Australia along with comparing and analyzing the existing curriculum of Columbia University, Harvard University, University of Illinois at Chicago, Cambridge University, University of Toronto, Australian college of teachers’ aides and children. Methods The study thoroughly analyzed the curriculum based on core course, method course and elective courses, duration of teaching practicum, type of course, way of course conduction: online or offline, inclusion of courses on special child and option of bilingual extension. Results National criteria for early childhood teachers’ eligibility in these countries are found to be distinctive. The curriculums of the selected universities also differ from one another in terms of duration, degree type and courses. Conclusions The study provides implications for early childhood educators training in Korea providing recommendation for instructors and practitioners on choosing courses for generating a well fitted curriculum for better teachers training.

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Halbert, Kelsey, and Peta Salter. "Decentring the ‘places’ of citizens in national curriculum: the Australian history curriculum." Curriculum Journal 30, no. 1 (March 2019): 8–23. http://dx.doi.org/10.1080/09585176.2019.1587711.

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Moyles, Janet. "Nationally Prescribed Curricula and Early Childhood Education: The English Experience and Australian Comparisons—Identifying the Rhetoric and the Reality!" Australasian Journal of Early Childhood 21, no. 1 (March 1996): 27–31. http://dx.doi.org/10.1177/183693919602100107.

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Working in Australia for a short period enabled the writer to make a number of comparisons between the National Curriculum established in England since 1989 and the statements contained within the National Agenda for Curriculum Reform in Australia. The impact of such curriculum reform upon well respected early childhood practices has caused much concern in the UK with many experienced people speaking out strongly against the perceived downward pressures upon under five's practitioners. Areas of particular concern have been those associated with a heavily subject-dominated curriculum and highly formalised assessment arrangements beginning with seven-year-olds. This paper considers some of the rhetoric and reality which underpins both country's curriculum reforms and offers suggestions to Australian early childhood educators as to the issues which are likely to require from them, over the next few months and years, a clear and sound articulation of quality early childhood practice.

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Andersen, Clair. "Teacher Education, Aboriginal Studies and the New National Curriculum." Australian Journal of Indigenous Education 41, no. 1 (August 2012): 40–46. http://dx.doi.org/10.1017/jie.2012.7.

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Aboriginal and Torres Strait Islander students in Australian schools continue to have poor education and health outcomes, and the introduction of a new national curriculum may assist in redressing this situation. This curriculum emphasises recommendations which have been circulating in the sector over many years, to require teacher education institutions to provide their students with an understanding of past and contemporary experiences of Indigenous Australians, as well as the social, economic and health disadvantages that challenge Indigenous communities, and to equip them to integrate Indigenous issues into their future teaching programs. This article, while focusing on teacher education developments at the University of Tasmania (UTAS) to meet National Standards and Frameworks for preservice teachers, provides some general background, and identifies recently developed resources, including the potential for Indigenous centres within universities to assist educators.

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Dezuanni, Michael, Stuart Cunningham, Ben Goldsmith, and Prue Miles. "Teachers’ curation of Australian screen content for school-based education." Media International Australia 163, no. 1 (March 8, 2017): 87–96. http://dx.doi.org/10.1177/1329878x17693701.

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This article outlines how teachers curate Australian screen content for use in classrooms from pre-school to senior secondary school. It suggests teachers use their professional knowledge of curriculum and pedagogy to arrange screen resources, curriculum concepts and student experiences to promote learning. This complex curatorial process adds value to broadcaster and producer curation processes that aim to position cut-down clips and educational resources for classroom use. The article draws on a national research project that undertook interviews with 150 teachers in schools across Australia. The authors suggest the ongoing digital disruption of the school sector presents both opportunities and challenges for the Australian Broadcasting Corporation, The Special Broadcasting Service and the Australian Children’s Television Foundation.

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Fozdar, Farida, and Catherine Ann Martin. "Making History: the Australian history curriculum and national identity." Australian Journal of Politics & History 67, no. 1 (March 2021): 130–49. http://dx.doi.org/10.1111/ajph.12766.

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Taylor, Tony. "Scarcely an Immaculate Conception: New Professionalism Encounters Old Politics in the Formation of the Australian National History Curriculum." History Education Research Journal 11, no. 2 (May 1, 2013): 11–20. http://dx.doi.org/10.18546/herj.11.2.02.

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This paper deals with the political and educational background to the formation of the Australian national history curriculum first under the auspices of a newly-formed National Curriculum Board (2008-2009) and then under the auspices of the Australian Curriculum and Assessment Authority (2008-date) during the period 2008-2010. The author describes and analyses the political and educational circumstances that have led to interventions in the curriculum design process that may well vitiate the original intentions of the curriculum designers. The process of curriculum design began in 2008 with the formation of a professionally-based History Advisory Group of which the author was a member (2008-2012). The author outlines the activities and contribution of the History Advisory Group and its sometimes fraught relations with the Australian Curriculum and Assessment Authority. The author argues that these interventions which have been both political and educational, together with the well-intentioned process of consultation has led to unfortunate design changes and to politically-motivated delays in curriculum implementation which could lead to its being overturned by a successor conservative coalition government.

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Cary, Lisa, Marc Pruyn, and Jon Austin. "Australian citizenship in interesting times." Qualitative Research Journal 15, no. 2 (May 5, 2015): 228–40. http://dx.doi.org/10.1108/qrj-01-2015-0014.

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Purpose – The purpose of this paper is to understand, more deeply, what the field of citizenship education stands for, in both theory and practice, historically and currently, and especially, in relation to the new Australian Curriculum: Civics and Citizenship. The authors have drawn on the backgrounds in social studies/social education, multicultural education, democracy education and Indigenous studies, in order to more deeply and profoundly understand “civics and citizenship education” and what it represents today in Australia. Design/methodology/approach – Methodologically, the authors see epistemological spaces as discursive productions from post-structural/post-modern and critical perspectives. These positions draw upon the notion of discourse as an absent power that can validate/legitimize vs negate/de-legitimize. The authors employ a meta-level analysis that historicizes the spaces made possible/impossible for those in deviant subject positions through a critique of the current literature juxtaposed with a presentation and analysis of “citizenship snapshots” of the authors. In this way, the authors attempt to move beyond conceptions of deviant citizenship based on curricular content and instructional method, and explore the realms of epistemology through the study of exclusion/inclusion. Findings – Reflecting the highly personal and individualized nature of the type of research required to be conducted in this aspect of national and personal identity, each of the authors draws here on personal experiences with aspects of citizenship that are not noticeably present in the current national curriculum. Specifically, the three “citizenship snapshots” at the heart of this paper’s discussion and analysis – snapshots constructed by academics who both understand and resist the racialised/classed privilege bestowed upon them by nation states – are: “The boomerang citizen”, “privileged and non-privileged citizen immigrants”, and “Indigenous citizenship, sovereignty & colonialism”. Originality/value – Drawing both on the current international scholarship on citizenship, power and social changes and the critical/post-structuralist qualitative methodology set forth by the authors, this work describes and problematizes the evolving “citizenship identities” in an attempt to critically assess the new civics and citizenship component of the Australian curriculum; understand the ongoing development of national, regional and global “trans/international” citizenship youth identities; and make connections between citizenship education, identity development and the global youth “occupy”/liberation movements.

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Laccos-Barrett, Keera, Angela Elisabeth Brown, Roianne West, and Katherine Lorraine Baldock. "Are Australian Universities Perpetuating the Teaching of Racism in Their Undergraduate Nurses in Discrete Aboriginal and Torres Strait Islander Courses? A Critical Race Document Analysis Protocol." International Journal of Environmental Research and Public Health 19, no. 13 (June 23, 2022): 7703. http://dx.doi.org/10.3390/ijerph19137703.

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Systemic racism has a profound negative impact on the health outcomes of Australia’s First Nations peoples, hereafter referred to as Aboriginal and Torres Strait Islander peoples, where racism and white privilege have largely become normalised and socially facilitated. A national framework is being mobilised within the tertiary-level nursing curriculum to equip future health professionals with cultural capabilities to ensure culturally safe, equitable health care for Aboriginal and Torres Strait Islander peoples. In 2019, nurses comprised more than half of all registered health professionals in Australia, and current national standards for nursing state that Australian universities should be graduating registered nurses capable of delivering care that is received as culturally safe. It is therefore critical to evaluate where learning objectives within nursing curricula may lead to the reinforcement and teaching of racist ideologies to nursing students. This protocol outlines a framework and methodology that will inform a critical race document analysis to evaluate how learning objectives assert the social construction of “race” as a tool of oppressive segregation. The document analysis will include each discrete Aboriginal and Torres Strait Islander health course within all undergraduate nursing programs at Australian universities. The approach outlined within this protocol is developed according to an Indigenous research paradigm and Colonial Critical Race Theory as both the framework and methodology. The purpose of the framework is a means for improving health professional curriculum by reducing racism as highlighted in nation-wide strategies for curriculum reform.

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Stinson, Madonna, and John Nicholas Saunders. "Drama in the Australian national curriculum: decisions, tensions and uncertainties." Research in Drama Education: The Journal of Applied Theatre and Performance 21, no. 1 (January 2, 2016): 93–104. http://dx.doi.org/10.1080/13569783.2015.1126173.

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Saunders, John Nicholas, and Madonna Stinson. "Drama in the Australian national curriculum – the role of advocacy." NJ 40, no. 2 (July 2, 2016): 113–26. http://dx.doi.org/10.1080/14452294.2016.1276737.

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Crisp, Beth R. "The challenges in developing cross-national social work curricula." International Social Work 60, no. 1 (May 6, 2015): 6–18. http://dx.doi.org/10.1177/0020872815574135.

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Increasing expectations that social work education incorporate international perspectives and prepare graduates to work in cross-national contexts is resulting in schools of social work in different countries collaborating in curriculum development. This article reports on one such collaboration involving four Australian and four European schools of social work which struggled to develop elements of curriculum that could be used by all partners, and identifies issues that international collaborations need to take account of in the planning and implementing of shared curriculum.

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Thornton, Stephen J. "New Approaches to Algebra: Have We Missed the Point?" Mathematics Teaching in the Middle School 6, no. 7 (March 2001): 388–92. http://dx.doi.org/10.5951/mtms.6.7.0388.

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Curriculum movements in the United States and Australia, characterized by such documents as Curriculum and Evaluation Standards for School Mathematics(NCTM 1989) and A National Statement on Mathematics for Australian Schools (AEC 1991), have challenged the conventional view of algebra as formal structure, arguing that algebra is fundamentally the study of patterns and relationships. Increased emphasis has been given to developing an understanding of variables, expressions, and equations and to presenting informal methods of solving equations. The emphasis on symbol manipulation and on drill and practice in solving equations has decreased (NCTM 1989).

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Yusny, Rahmat. "CURRICULUM INNOVATION OF AUSTRALIAN AMEP-CERTIFICATE IN SPOKEN AND WRITTEN ENGLISH (CSWE)." Englisia Journal 2, no. 1 (November 1, 2014): 43. http://dx.doi.org/10.22373/ej.v2i1.321.

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This paper is aimed to analyse Certificate in Spoken and Written English (CSWE) curriculum framework which is currently implemented for Adult Migrant English Pro-gram (AMEP) in Australia. The Curriculum framework that I presented in this writing has been implemented in Australia for more than two decades and has been re-searched and evaluated in delivering better output in order to foster better national economic development in the long run through English, job-seeking, and workplace skills courses. The analysis includes brief history of the curriculum, issues that have been resolved in the implementation and how modern sociolinguistic theories related to social-driven educational innovation in second language learning curriculum design has contributed CSWE development to meet the national demands.

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Walker, Peter M., Karyn L. Carson, Jane M. Jarvis, Julie M. McMillan, Anna G. Noble, David J. Armstrong, Kerry A. Bissaker, and Carolyn D. Palmer. "How do Educators of Students With Disabilities in Specialist Settings Understand and Apply the Australian Curriculum Framework?" Australasian Journal of Special and Inclusive Education 42, no. 02 (August 28, 2018): 111–26. http://dx.doi.org/10.1017/jsi.2018.13.

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Despite aspirations to be a world-class national curriculum, the Australian Curriculum (AC) has been criticised as ‘manifestly deficient’ (Australian Government Department of Education and Training, 2014 p. 5) as an inclusive curriculum, failing to meet the needs of all students with disabilities (SWD) and their teachers. There is a need for research into the daily attempts of educators to navigate the tension between a ‘top-down’ system-wide curriculum and a ‘bottom-up’ regard for individual student needs, with a view to informing both policy and practice. This article is the first of two research papers in which we report the findings from a national online Research in Special Education (RISE) Australian Curriculum Survey of special educators in special schools, classes, and units regarding their experience using the AC to plan for and teach SWD. Survey results indicated (a) inconsistent use of the AC as the primary basis for developing learning objectives and designing learning experiences, (b) infrequent use of the achievement standards to support assessment and reporting, and (c) considerable supplementation of the AC from other resources when educating SWD. Overall, participants expressed a lack of confidence in translating the AC framework into a meaningful curriculum for SWD. Implications for policy, practice, and future research are discussed.

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Jones, Jennifer. "Representation and use of aboriginality in a post-federation kindergarten setting." History of Education Review 43, no. 1 (May 27, 2014): 78–94. http://dx.doi.org/10.1108/her-11-2012-0040.

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Purpose – The purpose of this paper is to examine an experimental neo-Herbartian and Frobelian curriculum Work in the kindergarten: An Australian programme based on the life and customs of the Australian Black published by Martha Simpson in 1909. Design/methodology/approach – The paper uses both primary and secondary sources to understand the context of production and reception of the settler narratives advocated for use in the curriculum. Simpson's curriculum and other primary literary texts provide case study examples. Findings – The research found that colonial and imperial literary texts provided a departure point for learning activities, enabling the positive construction of white Australian identity and the supplantation of Aboriginal people in a post-federation kindergarten setting. Originality/value – By considering the role of imperial and colonial narratives in post-federation experimental curriculum, this paper offers insight into the role such narratives played in the formation of Australian national identity.

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J. Fahey, Shireen, John R. Labadie, and Noel Meyers. "Turning the Titanic: inertia and the drivers of climate change education." Journal of Applied Research in Higher Education 6, no. 1 (April 8, 2014): 44–62. http://dx.doi.org/10.1108/jarhe-01-2013-0003.

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Purpose – The aim of this paper is to present the challenges external drivers and internal inertia faced by curriculum designers and implementers at institutions of higher education. The challenges to academics from competing factors are presented: internal resistance to changing existing curricula vs the necessity to continuously evolve programmes to reflect a dynamic, uncertain future. The necessity to prepare future leaders to face global issues such as climate change, dictates changing curricula to reflect changing personal, environmental and societal needs. Design/methodology/approach – This paper uses the case study method to examine two models of climate change curriculum design and renewal. One model, from an Australian university, is based upon national education standards and the second is a non-standards-based curriculum design, developed and delivered by a partnership of four North American universities. Findings – The key findings from this study are that the highest level of participation by internal-to-the-programme academics and administrators is required. Programme quality, delivery and content alignment may be compromised with either stand-alone course delivery and learning outcomes, or if courses are developed independently of others in the programme. National educational standards can be effective tools to guide course and programme management, monitoring, review and updating. Practical implications – The paper includes implications for postgraduate level curricula design, implementation and programme evaluation. Originality/value – The paper is the first to compare, contrast and critique a national standards-based, higher education curriculum and a non-standards-based curriculum.

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Beasley, Chris, Chilla Bulbeck, and Gregory McCarthy. "Ambivalent globalization, amorphous vulnerable nationalism." Journal of Sociology 46, no. 1 (November 20, 2009): 5–25. http://dx.doi.org/10.1177/1440783309337672.

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Debates about nation and national positioning within the global exemplified in the Australian culture, history and literacy ‘wars’ have tended to be definitive and apparently oppositional in tone. Yet these debates have proceeded in the absence of a concretized notion of Australian identity and do not adequately address the complexities of political identification and allegiance. Despite intense concerns in these ‘wars’ about the views of young people and the role of their schooling, young people do not necessarily have less well-developed conceptions of Australia’s place in a globalizing world than their elders. Our research on young people’s responses to globalization, global cultural products and national identity offers some suggestive new directions for considering these issues and the school curriculum, directions which are built upon the actual ways in which young Australians express uncertainty about US—Australian relations, while simultaneously identifying with American cultural products.

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Whatman, Susan, Roberta Thompson, and Katherine Main. "The recontextualisation of youth wellbeing in Australian schools." Health Education 119, no. 5/6 (July 5, 2019): 321–40. http://dx.doi.org/10.1108/he-01-2019-0003.

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Purpose The purpose of this paper is to suggest how well-being messages are recontextualized into school-based contexts from an analysis of national policy and state curricular approaches to health education as reported in the findings of two selected case studies as well as community concerns about young people’s well-being. Design/methodology/approach A cross-sectional review of Australian federal and state-level student well-being policy documents was undertaken. Using two case examples of school-based in-curricular well-being programs, the paper explores how discourses from these well-being policy documents are recontextualized through progressive fields of translation and pedagogic decision making into local forms of curriculum. Findings Pedagogic messages about well-being in Australia are often extra-curricular, in that they are rarely integrated into one or across existing subject areas. Such messages are increasingly focused on mental health, around phenomena such as bullying. Both case examples clearly demonstrate how understandings of well-being respond to various power relations and pressures emanating from stakeholders within and across official pedagogic fields and other contexts such as local communities. Originality/value The paper focusses on presenting an adaptation of Bernstein’s (1990) model of social reproduction of pedagogic discourse. The adapted model demonstrates how “top-down” knowledge production from the international disciplines shaping curriculum development and pedagogic approaches can be replaced by community context-driven political pressure and perceived community crises. It offers contemporary insight into youth-at-risk discourses, well-being approaches and student mental health.

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Jackson, Stephen J. "British History is Their History: Britain and the British Empire in the History Curriculum of Ontario, Canada and Victoria, Australia 1930-1975." Espacio, Tiempo y Educación 4, no. 2 (July 1, 2017): 165. http://dx.doi.org/10.14516/ete.161.

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This article investigates the evolving conceptions of national identity in Canada and Australia through an analysis of officially sanctioned history textbooks in Ontario, Canada and Victoria, Australia. From the 1930s until the 1950s, Britain and the British Empire served a pivotal role in history textbooks and curricula in both territories. Textbooks generally held that British and imperial history were crucial to the Canadian and Australian national identity. Following the Second World War, textbooks in both Ontario and Victoria began to recognize Britain’s loss of power, and how this changed Australian and Canadian participation in the British Empire/Commonwealth. But rather than advocate for a complete withdrawal from engagement with Britain, authors emphasized the continuing importance of the example of the British Empire and Commonwealth to world affairs. In fact, participation in the Commonwealth was often described as of even more importance as the Dominions could take a more prominent place in imperial affairs. By the 1960s, however, textbook authors in Ontario and Victoria began to change their narratives, de-emphasizing the importance of the British Empire to the Canadian and Australian identity. Crucially, by the late 1960s the new narratives Ontarians and Victorians constructed claimed that the British Empire and national identity were no longer significantly linked. An investigation into these narratives of history will provide a unique window into officially acceptable views on imperialism before and during the era of decolonization.

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Gray, Tonia, and Peter Martin. "The role and place of outdoor education in the Australian National Curriculum." Journal of Outdoor and Environmental Education 16, no. 1 (October 2012): 39–50. http://dx.doi.org/10.1007/bf03400937.

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Dunston, Roger, Dawn Forman, Jill Thistlethwaite, Carole Steketee, Gary D. Rogers, and Monica Moran. "Repositioning interprofessional education from the margins to the centre of Australian health professional education – what is required?" Australian Health Review 43, no. 2 (2019): 224. http://dx.doi.org/10.1071/ah17081.

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Objective This paper examines the implementation and implications of four development and research initiatives, collectively titled the Curriculum Renewal Studies program (CRS), occurring over a 6-year period ending in 2015 and focusing on interprofessional education (IPE) within Australian pre-registration health professional education. Methods The CRS was developed as an action-focused and participatory program of studies. This research and development program used a mixed-methods approach. Structured survey, interviews and extensive documentary analyses were supplemented by semi-structured interviews, focus groups, large group consultations and consensus building methods. Narrative accounts of participants’ experiences and an approach to the future development of Australian IPE were developed. Results Detailed accounts of existing Australian IPE curricula and educational activity were developed. These accounts were published and used in several settings to support curriculum and national workforce development. Reflective activities engaging with the findings facilitated the development of a national approach to the future development of Australian IPE – a national approach focused on coordinated and collective governance and development. Conclusion This paper outlines the design of an innovative approach to national IPE governance and development. It explores how ideas drawn from sociocultural theories were used to guide the choice of methods and to enrich data analysis. Finally, the paper reflects on the implications of CRS findings for health professional education, workforce development and the future of Australian IPE. What is known about the topic? IPE to enable the achievement of interprofessional and collaborative practice capabilities is widely accepted and promoted. However, many problems exist in embedding and sustaining IPE as a system-wide element of health professional education. How these implementation problems can be successfully addressed is a health service and education development priority. What does this paper add? The paper presents a summary of how Australian IPE was conceptualised, developed and delivered across 26 universities during the period of the four CRS studies. It points to strengths and limitations of existing IPE. An innovative approach to the future development of Australian IPE is presented. The importance of sociocultural factors in the development of practitioner identity and practice development is identified. What are the implications for practitioners? The findings of the CRS program present a challenging view of current Australian IPE activity and what will be required to meet industry and health workforce expectations related to the development of an Australian interprofessional- and collaborative-practice-capable workforce. Although the directions identified pose considerable challenges for the higher education and health sectors, they also provide a consensus-based approach to the future development of Australian IPE. As such they can be used as a blueprint for national development.

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Heck, Debbie. "The State of Environmental Education in the Australian School Curriculum." Australian Journal of Environmental Education 19 (2003): 115–24. http://dx.doi.org/10.1017/s081406260000152x.

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AbstractThe first review of environmental education in Australia was undertaken by Linke (1980) in 1973/4. The Curriculum Corporation on behalf of the Government Department of the Environment and Heritage undertook a second national review in 2002. The purpose of the review was to provide evidence for the development of future national initiatives in environmental education and as advice for environmental education practioners. Curriculum documents were reviewed to identify the existence of 147 indicators of environmental education within outcomes and objectives of curriculum documents in the compulsory years of schooling through to senior secondary. The similarities between the two reviews are evident in the identification of Science and Social Science in the compulsory years of schooling as having. direct references to environmental education. Geography at the senior secondary level also had significant explicit reference to environmental education. However, there were differences. The 2003 review identified environmental studies as a new secondary level subject that has environmental education objectives. It also identified a broader range of learning areas including Arts, Health and Physical Education, English and Technology which provided opportunities for the development of environmental education.

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Kyunghee So. "Critical Review on Creativity-related Guideline in the National Curriculum - Comparing with Canadian, English, and Australian Curriculum -." Journal of Education & Culture 17, no. 2 (August 2011): 149–74. http://dx.doi.org/10.24159/joec.2011.17.2.149.

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JAEWOO KIM, Kyung-Hwan Mo, and 김동진. "Characteristics of achievement standards in 2015 national social studies curriculum - Lessons from comparing Australian and Korean curriculum." Theory and Research in Citizenship Education 48, no. 4 (December 2016): 27–48. http://dx.doi.org/10.35557/trce.48.4.201612.002.

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Melchert, Belinda, Marion Gray, and Adrian Miller. "Educator Perspectives on Indigenous Cultural Content in an Occupational Therapy Curriculum." Australian Journal of Indigenous Education 45, no. 1 (April 8, 2016): 100–109. http://dx.doi.org/10.1017/jie.2016.3.

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Health professionals must understand Indigenous perspectives to deliver effective health services. This study set out to determine the amount, type and effectiveness of current Indigenous content in an occupational therapy curriculum at an Australian regional university and the progress in meeting the National Aboriginal Health Strategy (NAHS) minimum standards for Indigenous content for Australian Universities. Twenty-one academic staff teaching at an Australian University were surveyed with five follow-up interviews. Findings suggest that while educators saw the importance of Indigenous cultural content, they lacked confidence in delivering this content. The need for a strategic and planned approach to embedding Indigenous content throughout the curriculum was identified. Future research evaluating the effectiveness of cultural competency initiatives is suggested.

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Crawford, Keith. "Constructing Aboriginal Australians, 1930-1960." Journal of Educational Media, Memory, and Society 5, no. 1 (March 1, 2013): 90–107. http://dx.doi.org/10.3167/jemms.2013.050106.

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This article offers a critical exploration of social studies textbooks and allied curriculum materials used in New South Wales primary schools between 1930 and 1960, and of the way in which these texts positioned, discussed, and assessed Aboriginal Australians. With reference to European commitments to Enlightenment philosophies and social Darwinian views of race and culture, the author argues that Aboriginal peoples were essentialized via a discourse of paternalism and cultural and biological inferiority. Thus othered in narratives of Australian identity and national progress, Aboriginal Australians were ascribed a role as marginalized spectators or as a primitive and disappearing anachronism.

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Ryan, Brendan. "Revising the Agenda for a Democratic Curriculum." Australian Journal of Education 30, no. 1 (April 1986): 66–84. http://dx.doi.org/10.1177/000494418603000104.

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This article argues that current socio-educational theorizing licenses a further restriction of opportunities for socially significant educational interventions. Recent major reports on education in South Australia identify technological change as decisive. Moreover, their emphasis upon its supposedly abstract character leads to a narrowly technocratic assessment of its ‘increasing complexities’ and ‘more pervasive influence’. This leads to a push to re-centralize curricular control, notably in those high-status areas nominated as necessary for national scientific and economic development. My analysis also reveals that this official sponsorship of tighter central (i.e. departmental) controls has a strong politico-economic basis because ‘necessary efficiencies' are emphasized at this time of increasing fiscal difficulties. Furthermore, I document the existence of a more narrowly technical emphasis in teacher education, and contend that this will increasingly foster a ‘silent’ acceptance of departmental control of the curriculum by teachers-to-be. I cite recent empirical evidence on teaching practices and attitudes in Australian schools to indicate that the re-centralization of curricular control would formalize—and, of course, extend—what is already the case. Furthermore, I demonstrate the general significance of these basic assumptions about the curriculum and its practices through an analysis of their probable impact upon typical conditions of teaching and upon ‘progressive’ policy initiatives (notably the Victorian Ministerial Papers). I examine at length the broader socio-cultural implications of centralist and technicist curricular assumptions. I conclude by outlining oppositional strategies: these are characterized by broadly based socio-educational interventions and an alternative formulation of what constitutes ‘really useful knowledge’ in ‘an advanced technological society’.

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Macpherson, R. J. S. "The politics of Australian curriculum: the third coming of a national curriculum agency in a neo-pluralist state." Journal of Education Policy 5, no. 5 (December 12, 1990): 203–18. http://dx.doi.org/10.1080/02680939008549072.

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Evans, Georgakis, and Wilson. "Indigenous Games and Sports in the Australian National Curriculum: Educational Benefits and Opportunities?" ab-Original 1, no. 2 (2018): 195. http://dx.doi.org/10.5325/aboriginal.1.2.0195.

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Fozdar, Farida, and Catherine Ann Martin. "Constructing the postnational citizen?: Civics and citizenship education in the Australian National Curriculum." Journal of Curriculum Studies 52, no. 3 (February 16, 2020): 372–94. http://dx.doi.org/10.1080/00220272.2020.1727018.

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WESTBROOK, Fiona, and Elise HUNKIN. "Play and Learning?" Beijing International Review of Education 2, no. 2 (May 18, 2020): 182–96. http://dx.doi.org/10.1163/25902539-00202003.

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The role of play in early childhood settings has become a global issue due to coordinated policy trends that privilege early learning, academic foci and formalised assessments amid a broader economic and investment agenda. This paper undertakes a critical discourse analysis of the Australian and New Zealand national early childhood curricula frameworks in order to examine the treatment of play and learning as they relate to one another. The analysis revealed that curriculum documents from both Australia and New Zealand drew on lifelong learning ideological frames to present a view of play as an activator of learning, where learning is interpreted as observable and recognisable academic processes. It was found that the agency attributed to the child in play and learning processes was central to how the role of the adult was interpreted, with implications for the play opportunities that children may encounter.

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Walsh, Rosalind L., and Jennifer L. Jolly. "Gifted Education in the Australian Context." Gifted Child Today 41, no. 2 (February 26, 2018): 81–88. http://dx.doi.org/10.1177/1076217517750702.

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The context in which gifted education operates in Australia provides for differing levels of identification and services. Lacking a federal mandate or funding, states and territories are responsible for addressing the needs of gifted students. Australia contributes to the gifted education research literature, focusing on acceleration, gifted girls, and teacher attitudes. The impacts of a relatively new national curriculum and assessment program have yet to be assessed in terms of their impact on gifted children. This article includes an overview of the policies, models, and barriers facing gifted education in Australia.

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